2nd ed., rev. and additional - M.: ONIX 21st century, World and Education", 2005. -672 p.

AT study guide physical principles are stated that allow explaining the world of animate and inanimate nature around us from the standpoint of modern, including post-non-classical, physics. The general fundamental physical problems of motion are considered material objects in the concepts of classical, quantum and relativistic mechanics, the relationship of space and time, models of the origin, evolution and organization of the Universe. The physical foundations of ecology and the role of the biosphere and noosphere in human life and synergistic models in the economy are outlined.

The manual contains interesting facts and hypotheses from various fields of physics and technology, biology, chemistry, sociology and other sciences. The book includes questions for self-examination, an extensive list of references, topics of essays, a glossary of terms used in modern natural science.

It is intended for students, graduate students and university professors. Useful to a wide range of readers interested in the problems of modern natural science.

CONTENT

FOREWORD 3

Part one
PHYSICAL FOUNDATIONS OF THE STRUCTURE OF THE MATERIAL WORLD 5
Chapter 1. GENERAL CONCEPTS ABOUT NATURAL SCIENCE 5
1.1. Stages of development and formation of natural science 11
1.1.1. Plato's Program 12
1.1.2. Representations of Aristotle 13
1.1.3. Democritus Model 15
1.2. Problems of natural science on the way of knowing the world 16
1.2.1.Physical rationalism 16
1.2.2. Cognitive methods 17
1.2.3. Holistic perception of the world 19
1.2.4. Physics and Eastern Mysticism 20
1.2.5. Relationship between the natural sciences and the humanities 26
1.2.6. Synergistic paradigm 30
1.2.7. The universal principle of natural science - Bohr's principle of complementarity 31
Test questions. .41
Literature 41
Chapter 2. MECHANICS OF DISCRETE OBJECTS 42
2.1. Three-dimensionality of space 43
2.2. Space and time 48
2.3. Features of Newtonian mechanics 54
2.4. Movement in mechanics 59
2.5. Newton's Laws - Galileo 60
2.6. Conservation laws 64
2.7. Principles of optimality 68
2.8. Mechanical picture of the world 71
Security questions 73
Literature 73
Chapter 3. PHYSICS OF FIELDS 73
3.1. Field definition 73
3.2. Faraday - Maxwell laws for electromagnetism 77
3.3. Electromagnetic field 79
3.4. Gravity field 81
3.5. Electromagnetic picture of the world 83
Security questions 84
Literature 84
Chapter 4. EINSTEIN'S RELATIVITY - THE BRIDGE BETWEEN MECHANICS AND ELECTROMAGNETISM... 85
4.1. Physical principles of the special theory of relativity (SRT) 85
4.1.1. A. Einstein's postulates in SRT 86
4.1.2. The principle of relativity G. Galileo 88
4.1.3. Theory of relativity and time invariance 91
4.1.4. The constancy of the speed of light 92
4.1.5. G. Lorenz transformations 93
4.1.6. Changing the length and duration of time in SRT 94
4.1.7. "Twin Paradox" 96
4.1.8. Weight change in SRT 98
4.2. General Relativity (GR) 99
4.2.1. Postulates of General Relativity 99
4.2.2. Experimental verification of GR 100
4.2.3. Gravity and curvature of space 103
4.2.4. The main results of the foundations of the theory of relativity 106
Security questions 107
Literature 107
Chapter 5. FUNDAMENTALS OF QUANTUM MECHANICS AND QUANTUM ELECTRODYNAMICS 107
5.1. Description of processes in the microcosm. 107
5.2. The need to introduce quantum mechanics 109
5.3. Planck's Conjecture 113
5.4. Measurements in quantum mechanics 116
5.5. Wave function and W. Heisenberg's uncertainty principle 117
5.6. Quantum mechanics and time reversibility 119
5.7. Quantum electrodynamics 120
Security questions 121
Literature 121
Chapter 6. PHYSICS OF THE UNIVERSE 122
6.1. Cosmological model of A. Einstein - A.A. Fridman 123
6.2. Other Models for the Origin of the Universe 125
6.2.1. Big Bang Model 126
6.2.2. CMB 130
6.2.3. Is the universe expanding or contracting? 131
6.2.4. Scenario of the development of the Universe after the Big Bang 133
6.2.5. Inflating Universe Model 136
6.3. Modern ideas about elementary particles as the fundamental principle of the structure of matter in the Universe 138
6.3.1. Classification of elementary particles 140
6.3.2. Quark Model 142
6.4. Fundamental interactions and world constants. ..... 145
6.4.1. World constants 147
6.4.2. Fundamental interactions and their role in nature 149
6.4.3. What is the substance of the universe made of? 150
6.4.4. Black holes 152
6.5. Model of a unified physical field and multidimensionality of space - time 156
6.5.1. Possibility of multidimensionality of space 157
6.6. The Stability of the Universe and the Anthropic Principle 160
6.6.1. Plurality of worlds. . 161
6.6.2. Hierarchical structure of the Universe 164
6.7. Antimatter in the Universe and Antigalaxies 167
6.8. Mechanism of formation and evolution of stars 169
6.8.1. Proton-proton cycle 169
6.8.2. Carbon-nitrogen cycle 171
6.8.3. Star evolution 172
6.8.4. Pulsars 175
6.8.5. Quasars 178
Security questions 181
Literature 181
Chapter 7 SYNERGIC VIEWS 182
7.1. Non-equilibrium thermodynamics and synergetics 183
7.2. Dynamics of Chaos and Order 185
7.3. Model E. Lorenz 186
7.4. Dissipative structures 187
7.5. Benard cells 187
7.6. Belousov-Zhabotinsky reactions 188
7.7. Dynamic Chaos 190
7.8. Phase space 191
7.9. Attractors 192
7.10. Boost Mode 198
7.11. The Poincaré model for describing the change in the state of a system 203
7.12. Dynamic instabilities 205
7.13. Energy change during system evolution 206
7.14. Harmony of chaos and order and the "golden" section 207
7.15. Open Systems 212
7.16. The principle of production of minimum entropy 213
Security questions 215
Literature 215
Chapter 8. SYMMETRY AND ASYMMETRY IN VARIOUS PHYSICAL MANIFESTATIONS 216
8.1. Symmetry and conservation laws 219
8.2. Symmetry-asymmetry 221
8.3. Law of conservation of electric charge 222
8.4. Mirror symmetry 223
8.5. Other types of symmetry 224
8.6. Chirality of animate and inanimate nature 227
8.7. Symmetry and entropy 229
Security questions 230
Literature 230
Chapter 9
9.1. Mechanic classification 232
9.2. Modern physical picture of the world 234
Security questions 238
Literature 238

Part two
PHYSICS OF LIFE AND THE EVOLUTION OF NATURE AND SOCIETY 239
Chapter 10. GENERAL PROBLEMS OF THE PHYSICS OF LIFE 239
Chapter 11. FROM THE PHYSICS OF THE EXISTING TO THE PHYSICS OF THE ARISING
11.1. Thermodynamic features of the development of living systems 243
11.1.1. The role of entropy for living organisms 244
11.1.2. Instability as a factor in the development of living things 247
11.2. Energy approach to the description of the living 249
11.2.1. Stable disequilibrium 251
11.3. Levels of organization of living systems and a systematic approach to the evolution of living things 253
11.3.1. Hierarchy of levels of organization of the living 253
11.3.2. Fibonacci method as a factor of harmonic self-organization 255
11.3.3. Physical and biological methods for studying the nature of living things 257
11.3.4. Anthropic principle in the physics of the living 259
11.3.5. Physical evolution of L. Boltzmann and biological evolution of Ch. Darwin 262
11.4. Physical interpretation of biological laws 264
11.4.1. Physical models in biology 265
11.4.2. Physical factors in the development of living things 268
11.5. Space and time for living organisms >. . , 270
11.5.1. Communication of space and energy for the living 271
11.5.2. Biological time of a living system 272
11.5.3. Psychological time of living organisms 276
11.6. Entropy and information in living systems 280
11.6.1. The value of information. . 282
11.6.2. Cybernetic approach to the description of the living 285
11.6.3. The role of physical laws in understanding the living 287
Security questions 289
Literature 289
Chapter 12. PHYSICAL ASPECTS AND PRINCIPLES OF BIOLOGY 289
12.1. From Atoms to Proto-Life 289
12.1.1. Hypotheses of the origin of life 289
12.1.2. Necessary factors for the emergence of life 293
12.1.3. The theory of abiogenic origin of life AI Oparina. . .294
12.1.4. Heterotrophs and autotrophs 297
12.2. Chemical processes and molecular self-organization 299
12.2.1. Chemical concepts and definitions 300
12.2.2. Amino acids 306
12.2.3. The theory of chemical evolution in biogenesis 307
12.2.4. M. Eigen's theory of molecular self-organization 308
12.2.5. Cyclic organization of chemical reactions and hypercycles 310
12. 3. Biochemical components of living matter 313
12.3.1. Molecules of living nature 313
12.3.2. Monomers and macromolecules 315
12.3.3. Squirrels 316
12.3.4. Nucleic acids 321
12.3.5. Carbohydrates 323
12.3.6. Lipids 327
12.3.7. The role of water for living organisms 330
12.4. Cell as an elementary particle of molecular biology.... 332
12.4.1. Cell structure 334
12.4.2. Processes in the cell 338
12.4.3. Cell membranes 339
12.4.4. Photosynthesis 341
12.4.5. Cell division and organism formation 342
12.5. The role of asymmetry in the emergence of life 346
12.5.1. Optical activity of matter and chirality 347
12.5.2. Homochirality and self-organization in living organisms 349
Test questions. 353
Literature 353
Chapter 13. PHYSICAL PRINCIPLES OF REPRODUCTION AND DEVELOPMENT OF LIVING SYSTEMS 354
13.1. Information molecules of heredity 354
13.1.1. Genetic code 355
13.1.2. Genes and the quantum world 359
13.2. Reproduction and inheritance of traits 360
13.2.1. Genotype and phenotype 361
13.2.2. Laws of genetics G. Mendel 362
13.2.3. Chromosomal theory of heredity 363
13.3. Processes of mutagenesis and transmission of hereditary information 365
13.3.1. Mutations and radiation mutagenesis 365
13.3.2. Mutations and development of the organism 370
13.4. Matrix principle of synthesis of informational macromolecules and molecular genetics 373
13.4.1. Transfer of hereditary information through replication. . . 373
13.4.2. Matrix synthesis by convariant reduplication 375
13.4.3. Transcription 375
13.4.4. Broadcast 376
13.4.5. Differences between proteins and nucleic acids 379
13.4.6. A new mechanism for the transmission of hereditary information and prion diseases 380
Security questions 382
Literature 382
Chapter 14 PHYSICAL UNDERSTANDING OF THE EVOLUTIONARY AND INDIVIDUAL DEVELOPMENT OF ORGANISMS
14.1. Ontogeny and phylogenesis. Ontogenetic and population levels of life organization 383
14.1.1. Haeckel's law for ontogenesis and phylogenesis 383
14.1.2. Ontogenetic standard of living 384
14.1.3. Populations and population-species level of living things 385
14.2. Physical representation of evolution 387
14.2.1. Synthetic theory of evolution 387
14.2.2. Population evolution 388
14.2.3. Elementary Factors of Evolution 391
14.2.4. Living organism in individual and historical development 392
14.2.5. Geological evolution and the general scheme of the Earth's evolution according to N.N. Moiseev 393
14.3. Axioms of Biology 396
14.3.1. First Axiom 397
14.3.2. Second axiom 398
14.3.3. Third Axiom 400
14.3.4. Fourth axiom 402
14.3.5. Physical representations of the axioms of biology 404
14.4. Signs of the living and definitions of life 406
14.4.1. The totality of signs of the living 407
14.4.2. Definitions of life 410
14.5. Physical model of the demographic development of the SP. Kapitsa 414
Security questions 419
Literature 419
Chapter 15. PHYSICAL AND INFORMATION FIELDS OF BIOLOGICAL STRUCTURES 420
15.1. Physical fields and radiation of a functioning human body 420
15.1.1. Electromagnetic fields and radiation of a living organism 422
15.1.2. Thermal and other types of radiation 429
15.2. The mechanism of interaction of human radiation with the environment. . 431
15.2.1. Electromagnetic and ionizing radiation 431
15.2.2. Possibilities of medical diagnostics and treatment based on radiation from the human body 436
15.3. Memory device. Reproduction and transmission of information in the body 440
15.3.1. Physical processes of information signal transmission in a living organism 441
15.3.2. The physical basis of memory 444
15.3.3. Human brain and computer 448
Security questions 450
Literature 450
Chapter 16. PHYSICAL ASPECTS OF THE BIOSPHERE AND BASICS OF ECOLOGY 450
16.1. Structural organization of the biosphere 450
16.1.1. Biocenoses. - 451
16.1.2. Geocenoses and biogeocenoses. Ecosystems 452
16.1.3. The concept of the biosphere 453
16.1.4. The biological cycle of substances in nature 455
16.1.5. The role of energy in evolution 456
16.2. Biogeochemical principles of V. I. Vernadsky and living matter 458
16.2.1. Living matter 458
16.2.2. Biogeochemical principles of V. I. Vernadsky 460
16.3. Physical representations of the evolution of the biosphere and the transition to the noosphere 462
16.3.1. The main stages of the evolution of the biosphere 462
16.3.2. Noosphere 463
16.3.3. Transformation of the biosphere into the noosphere. 464
16.4. Physical Factors of Cosmic Influence on Earth Processes 467
16.4.1. Connection of Space with the Earth according to the concept of A. L. Chizhevsky 470
16.5. Physical foundations of ecology 474
16.5.1. Increasing anthropogenic pressure on the environment 474
16.5.2. Physical principles of environmental degradation 479
16.6. Principles of sustainable development 481
16.6.1. Biosphere stability assessments 481
16.6.2. The concept of sustainable development and the need for environmental education 484
Security questions 486
Literature 486

Part three
CONCEPTS OF NATURAL SCIENCE IN THE HUMANITIES 487
Chapter 17
17.1. Basic Principles of Universal Evolutionism 489
17.2. Universal evolutionism and the methodology of applying the Darwinian triad in evolution complex systems any nature. . 490
17.3. Universal Evolutionism and Synergetics 493
17.4. Modern rationalism and universal evolutionism. .498
17.5. Physical understanding of the theory of passionarity LN Gumilyova 503
Chapter 18. GLOBAL PROBLEMS OF PRESENT 505
18.1. The emergence of the information society 505
18.2. Globalization and sustainable development 512
18.3. Sociosynergetics 515
18.4. Civilization and synergy 521
18.5. Globalization and synergetic forecast of human development 527
Chapter 19. SYNERGIC VIEWS OF ECONOMIC DEVELOPMENT AND MANAGEMENT
19.1. Physical models of self-organization in economics 533
19.2. Economic model of long waves N. D. Kondratieva 537
19.3. Reversibility and irreversibility of processes in the economy 540
19.4. Synergetic representations of sustainability in the economy 541
19.5. Physical modeling of the market 543
19.6. Cyclical nature of economic processes in the model of N. D. Kondratiev 544
19.7. Model of oscillatory processes in the economy 548
19.8. Evolutionary Management 550
Security questions 555
Literature 555

Conclusion
EVOLUTIONARY-SYNERGETIC PARADIGM: FROM HOLISTIC NATURAL SCIENCE TO HOLISTIC CULTURE 503
Applications
1. Newtonian concepts of time and space 566
2. Anthropic principle (AL) 567
3. Golden proportion as a criterion of harmony 570
4. Synergetic paradigm 576
5. The role of water in nature and living organisms, 580
6. Influence of radiation impacts on the environment 584
Notes 587
Literature 593
Topics term papers, abstracts and reports 600
Questions for credit and exam 604
Glossary of terms 608

The use of works of fiction in chemistry lessons

Artistic works allow to activate attention, maintain a steady interest among students in acquiring new knowledge in chemistry lessons and leave an emotional mark on their souls, since it is literature that has a beneficial effect on the development of students' imagination, makes them think. A. M. Gorky also wrote: “The educational value of fiction is enormous, because it affects both thought and feeling simultaneously and equally.”

Fragments of literary works can be an illustration of the chemical concepts formed by students, a source of knowledge, a fascinating start or a form of introduction to the topic, and can also be used as a research task in the study of the fundamental concepts of chemistry. Skillfully used works of art not only enliven the lesson and attract the attention of students, but also help to see the chemical phenomena in the surrounding life. After all, chemistry throughout the history of mankind seemed to be a romantic subject. Therefore, this feature prompted many writers and poets to create images inspired by reflections on matter and its transformations, comparison and emotional description of phenomena and processes. All this made their works the most vivid, colorful, imaginative and special.

I bring to your attention some examples that I use in my teaching practice.

8TH GRADE

In the first lessons in the 8th grade, it is important to show a huge the role of chemistry in human life, in nature, society, history. For this purpose, I use an excerpt from the novel by W. Collins "The Woman in White". One of the heroes of the novel, Count Fosco, speaks very figuratively and emotionally about the boundless power of chemistry: “Chemistry has always had an irresistible attraction for me due to the enormous, boundless power that it bestows on those who know it. Chemists - I say this with full responsibility - can, if they want, change the fate of mankind.

... They say that the mind controls the universe. But what rules the mind? The body is in the power of the most powerful rulers - chemistry. Give me chemistry, Fosco, and when Shakespeare conceives Hamlet and sits down at the table to reproduce his plan, with a few grains dropped into his food, I will bring his mind through the impact on his body to such a state that his pen will begin to weave the most incongruous nonsense that ever defiled the paper. Under similar circumstances, resurrect for me the glorious Newton. I guarantee that when he sees an apple fall, he will eat it instead of discovering the law of attraction. Nero's dinner, before he digests it, will turn Nero into the meekest of people, and Alexander the Great's breakfast in the morning will make him flee at full speed during the day at the first appearance of the enemy. I swear on my sacred honor, humanity is lucky: modern chemists, for the most part, by the will of an incomprehensible happy accident, are the most harmless of mortals ... ".

talking about the meaning of chemistry , I quote the words of A.M. Gorky: “Chemistry is a field of miracles, the happiness of mankind is hidden in it, the greatest conquests of the mind will be made in this area.”

In the play “Children of the Sun” by A.M. Gorky, Professor Protasov says: “Study chemistry most carefully! This is amazing science! Her keen gaze penetrates into the fiery mass of the Sun, and into the darkness of the earth's crust, into the invisible particles of your heart, into the secrets of the structure of stone and into the silent life of a tree. She looks everywhere and, discovering harmony everywhere, persistently searches for the beginning of life.. And she will find it, she will find it. Studying the secrets of the structure of matter, she creates a living substance in a glass flask ... "

Reveal close connection chemistry with other natural sciences can be the words of one of the heroes of the novel "Frankenstein".

“In chemistry, as in no other of the natural sciences, the greatest discoveries have been made and will still be made. That is why I chose it, without neglecting at the same time other sciences. That chemist who is not interested in anything but his subject is bad. If you want to become a real scientist, and not an ordinary experimenter, I advise you to take up all the natural sciences, not forgetting about mathematics.”

About power chemical synthesis can be told through the mouth of Professor Protasov - the character of the play by A.M. Gorky "Children of the Sun":

“First of all, and most carefully, study chemistry. It's amazing science, you know. It is still little developed in comparison with others, but even now it seems to me some kind of all-seeing eye. Her sharp, bold look penetrates into the fiery mass of the sun and into the darkness of the earth's crust, and the invisible particles of your heart, into the secrets of the structure of stone, and into the silent life of a tree. She looks everywhere and, discovering harmony everywhere, stubbornly seeks the beginning of life ... And she will find it, she will find it. Studying the secrets of the structure of matter, she creates a living substance in a glass flask ... ".

When studying ways to separate mixtures , water purification methods, you can use an excerpt from the fairy tale “Moroz Ivanovich”:

“Meanwhile, the Needlewoman returns, strains the water, pours it into a jug; and what an entertainer: if the water is unclean, then she folds a sheet of paper, puts coals in it and pours coarse sand, inserts that paper into a jug and pours water into it, but you know the water passes through the sand and through the coals and drips clean into the jug like crystal…”

An excerpt from the story of K.G. Paustovsky will help to attract the attention of students when studying the concept about the crystallization process :

“There are very rich mineral springs. It is worth putting a branch or a nail, whatever, into such a source, and in a short time they will be overgrown with many white crystals and turn into genuine works of art.

The study physical and chemical phenomena I begin with lines from the poetry of Yevgeny Baratynsky:

"... And here is September! Slowing down its sunrise,

The sun shines with a cold radiance,

And its beam in the mirror of unsteady waters

It trembles with unfaithful gold.

Gray haze creeps around the hills,

The plains are flooded with dew;

The canopy of curly oaks turns yellow,

And the round leaf of the aspen is red.

The live voices of the birds fell silent ... ..

The forest is silent, the heavens are silent!

After that, I suggest that students determine: what chemical and physical properties underlie poetic paintings?

Epigraph to the lesson "Chemical elements" maybe a poem by S. Shchipachev “Reading Mendeleev”:

There is nothing else in nature

Neither here nor there in the depths of space.

Everything - from small grains of sand to planets,
Consists of single elements

When studying simple and complex substances lines can be given:
There is just a gas - the lightest hydrogen,
There is just oxygen, and together it is -
June rain from all your bounties
September fogs at dawn.

The importance of water is emphasized by such statements: “Water is the elixir of life”, “The most extraordinary substance in the world”, “Water is a miracle of nature”.
A competition is held for knowledge of poems, proverbs, sayings about water. The children ask each other pre-selected riddles about water.
From talking about the great importance of water, a logical and natural transition follows to questions of its economical use and careful attitude to it.

When studying themes "Oxygen" verses sound at the beginning of the lesson with the question “What element will we talk about today?”.

That gas of surprise is worthy -
It is being used now
For metal cutting and steel making,
And in powerful blast furnaces.
The pilot takes him to high-altitude distances
The submariner takes with him,
You guessed it right
What is this gas ... (oxygen ).

Giving the concept of catalysts you can refer to the novel by A. Kazantsev "The Burning Island".

On the non-existent island of Arenida, violet gas was discovered - an extremely active catalyst for the reaction of the interaction of nitrogen with oxygen: in its presence, it is enough to light a match to start the reaction. They decided to use this gas to destroy a number of countries. The scientist who discovered the gas wants to prevent this and sets fire to the air over the island. But the catalyst is not consumed during the reaction, as a result of which the island turns into a huge plant that converts nitrogen and oxygen of the earth's atmosphere into nitric oxide. Only the efforts of scientists from many countries helped to save the Earth's atmosphere.

Rich opportunities for the use of fiction are opening up and when studying the topic "Water" . A hymn to this extraordinary substance, the basis of all life on Earth, sounds the lines of the wonderful French writer A. Saint-Exupery:
“Water, you have no color, no taste, no smell, you cannot be described, you are enjoyed without knowing what you are. It cannot be said that you are necessary for life: you are life itself. You fill us with joy that cannot be explained by our feelings. With you, the forces with which we have already said goodbye return to us. By your mercy, the dry springs of our hearts begin to seethe in us.

Natural water cannot be chemically pure, since it contains a wide variety of impurities that are absent in distilled, i.e., chemically pure water, to which L. Martynov's poem is dedicated:

“Water favored to pour!
She shone. So pure
What to drink or wash.
And it was no accident.
She missed willow, tala
And the bitterness of flowering vines.
She missed seaweed
And fish oily from dragonflies.
She missed being wavy
She missed flowing everywhere
She didn't have enough life.
Clean - distilled water!

Students may be asked questions such as “What physical properties of water have been mentioned? What is distilled water? Can natural water be distilled? How is distilled water different from tap water?

The harsh conditions of the Great Patriotic War led to a rethinking of many things, for example, to a new assessment of water, a substance that is familiar and accessible in everyday life.

"...Water!... You used to get up early in the morning,

And the tap, with its white metal,

Bubbling like a nightingale in spring

And the water from the tap will flow for a long time.

So, as if about a miracle, poetess Vera Inber recalled simple tap water during the tragic days of the siege of Leningrad.

Or these lines:

In the war, in the dust of the march,

In summer heat and cold,

There is no better simple, natural-

From a well, from a pond,

From a water pipe

From a hoof print, from a river, whatever

From the stream, from under the ice, -

Better not cold water,

Only water would be water."

(A. Tvardovsky "Vasily Terkin")

J. Verne wrote about the possibility of using water as a source of thermal energy:

“- What fuel will replace coal? “Water,” the engineer replied. – Water? asked Pencroff...

Yes, but water broken down into its constituent parts,” Sayers Smith explained. “No doubt this will be done with electricity, which in the hands of man will become a powerful force. Yes, I'm sure the day will come when water will replace fuel. Hydrogen and oxygen, of which it consists, will be used separately. They will turn out to be inexhaustible and such a powerful source of heat and light that coal is far from them! The day will come, my friends, and not coal, but cylinders with these two compressed gases will be loaded into the holds of steamships, and they will burn with tremendous heat output ... Water is the coal of the coming centuries.

Studying the topic "Water" I always try to involve students in the selection required material(poems, proverbs, riddles, aphorisms, illustrations, drawings). The collected material is used during events dedicated to the International Water Day.

telling about the planetary model of the atom , I quote the beginning of the famous poem by V. Ya. Bryusov "The World of the Electron":

Perhaps these electrons
Worlds where there are five continents,
Art, knowledge, wars, thrones
And the memory of forty centuries.
Also, perhaps every atom
Universe, where one hundred planets;
There is everything that is here, in a compressed volume,
But also what is not here.

9 CLASS

Lesson "Thermal effects of chemical reactions" I start with lyric poetry Candle fire, bonfire fire ... ", which can not leave anyone indifferent. After that, I invite students to answer the question: What kind of reactions will be discussed in the lesson?

Candle fire, campfire fire,
The fire of a mighty fire.
Lights - they are all masters
A gift sent down to people.

The Lord sent two masters,
And our world has become so cozy.
And the third is clearly the devil's flesh,
Only the dissolute master carried the trouble

The candle gave light to people,
The fire became a hearth in their house.
And Hell's terrible answer -
The fire roared like a wild animal.

Who will say: what is fire?
Is he a punishment or a blessing?
What did the smoke and stench mean
In the heat of the burning Reichstag?

And yet people without fire
Life would be extremely difficult...
It's not worth it to us, blaming the fire,
To make life dark unrestrainedly.

Champagne and candlelight
The light of the beacon that is needed in ,
Firewood burning in the oven
All this is happiness, not sorrow ...

Studying the topic Hydrochloric acid" I quote an excerpt from the work of M. Prishvin "Hydrochloric acid":

"... Do you know that the male wolf also participates in feeding wolf cubs?

The mother's milk does not have enough hydrochloric acid necessary for the nutrition of young wolf cubs, and in order to make up for this deficiency, in addition to milk, the little one must burp her food with hydrochloric acid. The male wolf also takes part in such feeding ... "

In the lesson on the study of properties hydrogen sulfide I invite students to listen to the poem

Y. Kuznetsova "Secrets of the Black Sea"

Shaking Crimea in the twenty-eighth year,

And the sea reared up

Emitting, to the horror of the people,

Fiery sulfur pillars.

Everything is gone.

Again the foam is walking,

But ever since then it's been higher

getting denser

Gloomy Sulfur Gehenna

Approaches the bottoms of ships.

After that, I invite students to answer the question: What does the author call a hyena in a poem? And then name the topic of the lesson and goals. During the lesson, I once again propose to return to the lines of this poetry and draw up an equation for the reaction described in the poem.

When studying the conditions interactions of nitrogen with oxygen to remember the need for a catalyst to ensure this reaction, the “chemical canvas” of the plot of the novel “The Burning Island” by the famous science fiction writer A.P. Kazantsev will help to remember the need for the presence of a catalyst: violet gas was discovered on the non-existent island of Arenida - an extremely active catalyst for the reaction of the interaction of nitrogen with oxygen - in its presence Light a match to start the reaction. They decided to use this gas to destroy a number of countries. The scientist who discovered the gas decided to prevent this and set fire to the air above the island. But the catalyst is not consumed during the reaction, as a result of which the island turns into a huge plant that processes nitrogen and oxygen of the earth's atmosphere into nitric oxide (II). Only the efforts of scientists from many countries helped to save the Earth's atmosphere.

Considering physical properties of white phosphorus , I read out the description of the Baskerville dog from the story of the same name by A. Conan Doyle "

"... Yes! It was a dog, huge, black as pitch. But none of us mortals had ever seen such a dog. Flames burst out of its mouth, eyes threw sparks, iridescent fire flickered over its muzzle and neck. in whose inflamed brain could not a vision more terrible, more repulsive than this infernal creature jump out of the fog at us ... A terrible dog, the size of a young lioness. His huge mouth still glowed with a bluish flame, deep-set wild eyes were circled I touched this luminous head and, taking my hand away, saw that my fingers also glowed in the darkness. Phosphorus, I said.

I ask students to name what chemical mistake A. Conan Doyle made. In this simple task, students summarize the physical properties of phosphorus and its allotropic modification. Such a methodical technique not only arouses interest in the topic being studied, but also increases the level of assimilation and memorization of the material.

When studying properties of carbon oxides I turn again to the fairy tale “Moroz Ivanovich”, the material of which I have already used in the study of chemistry of the 8th grade:

“Why are you, Moroz Ivanovich,” asked the Needlewoman, “in winter you walk the streets and knock on the window?

“And then I knock on the windows,” answered Moroz Ivanovich, “so that they don’t forget to heat the stoves and close the pipes in time; otherwise, I know, there are such sluts that they will heat the stove, and close the chimney, they will not close it, or they will close it, but at the wrong time, when not all the coals have burned out, and because of this, carbon monoxide happens in the upper room, people’s heads hurt , in the eyes of green; You can even die completely from intoxication.” (Questions: Why can't you close the pipe when not all the coals have burnt out? What is intoxication? Why can you die from intoxication?).

It's better to remember that calcium carbonate CaCO 3 forms several natural compounds, the lines from N. M. Fedorovsky’s “Poem about Minerals” will help students:

According to the formula, no matter how you look,
They don't differ in any way.
All the same calcium tse about three,
Both marble and limestone.

telling about glass production in Russia I use the poem of the poet O. Kolychev "Glass":

“When transparent, thin, musical

I put a glass of water to my mouth

I see a girl from the Gus-Khrustalny factory,

who created this beauty.

She invested in the sun's facets

All skill is not easy,

And reflected in a simple glass

Her smile and her soul.

Reinforcing the concept of essence corrosion process it is appropriate to use the lines of A. Akhmatova:

“At my washstand
The copper turned green.
But this is how the beam plays on him,
What fun to watch."

I ask the students the question: Explain the chemical processes mentioned in these lines.

subject "Aluminum" I begin with an excerpt from the novel by N.G. Chernyshevsky “What is to be done?” (fourth dream of Vera Pavlovna): “... But what are these floors and ceilings? What are these doors and window frames made of? What it is? Silver? Platinum? Yes, and the furniture is all the same - wood furniture is just a whim, it is only for a change, from which the rest of the furniture, ceilings, floors. “Try to move this chair,” says the elder queen. This metal furniture is lighter than the walnut one... But what kind of metal is it? Ah, I know now, Sasha showed me such a plate, it was light as glass, and now there are already such earrings, brooches, yes, Sasha said that sooner or later aluminum will replace wood, maybe stone. But how rich is this? Everywhere is aluminum and aluminum, and all the gaps in the windows are clad in huge mirrors. And what carpets on the floor! In this hall, half of the floor is open, and here you can see that it is made of aluminum.

10 CLASS (organic substances)

Starting to study the topic "Ultimate hydrocarbons" I read out an excerpt from B. Vasiliev's story "The Dawns Here Are Quiet":

"A huge brown bubble swelled loudly in front of her. It was so fast and so close to her that Liza, without having time to scream, instinctively rushed to the side. Just a step to the side, and her legs immediately lost their support, hung somewhere in a shaky void, and the swamp squeezed the hips with a soft vise.

I put the question before the guys: "What gas caused the death of Lisa?"

Studying the topic "Polyhydric alcohols" , I offer students the following literary and chemical riddle:

“I drink it in the smallest doses
I drip a solution on sugar,
And he is able to throw in the air
Any of the nearby mountains.”

(Questions. What substance are we talking about? What are its properties? Answer. This substance is nitroglycerin.)

Talking about finding carboxylic acids in nature, using an excerpt from Agatha Christie's Lemesurier's Legacy:

"... Poirot bent down and carefully took something out of his right hand. He turned to me and I saw a small syringe in his palm. I shuddered.

What's in it? Poison?

Formic acid, I believe.

Formic acid?

Yes. Probably derived from ant venom. He was also a chemist, remember. The cause of death would probably be considered a bee sting."

Children can be offered next question:

Where is formic acid found in nature? After that, it should be noted that formic acid is part of the caustic secretions of ants, but also found in nettle leaves, spruce needles, and also as a means of protection from enemies in bees.

When studying the properties glucose